Human Resource Management – Training And Development
Leadership training program (A training program for managers)
Description of the Plan
The lines between the managers and leaders are well defined by stating that managers command the employees to accomplish specific task, while leaders inspire them to do the same (Macy, Towson & Levin, 2020). However, in reality, these lines are blurred and there is greater need to assure that managers develop the qualities what are needed for them to effectively lead others. The leadership training program is considered important in this regard, which not only improves skills and abilities of managers but also extend their knowledge on how they can lead better (Manz & Sims, 2001).
A & J bank has multiple branches and has large base of employees, which makes it difficult for management to motivate and encourage commitment of workers, for preservation of long run competitiveness of bank. The reason for initiating leadership training program can be justified by the notion that A & J bank is competing with large number of competitors within industry and its employees are considered as key asset for assuring long run competitiveness of the bank. It is further noted that managers of bank are not effectively inspiring and encouraging employees to do their best work. It shows that key resource of A & J bank is not well exploited, based on incapability of management to exercise leadership skills. In order to improve workplace communication and to enhance motivation and commitment of workers, effective people management skills are crucial. A leader is expected to motivate, empower and guide employees, which can be done effectively by developing leadership skills of the management. The underlying leadership training program is aimed to develop leadership skills of managers, such that they become able to lead teams and individuals in better manner, for enhancement of organizational performance.
Leadership Training program will be arranged initially for 151 managers, whereby one manager from each branch of A & J bank and from headquarter will be invited to join the training program. On the job lessons will take place in respective branches, while the classroom based training workshop will be organized in Melbourne.
Training Objectives
The leadership training program targets the three key objectives, which are all linked with development of leadership skills of managers of the bank, such that they can become able to inspire and engage employees.
- To enhance understanding of managers regarding nurturing of team through empowering, coaching, motivation and constructive feedback.
Team nurturing is one of the key tasks of managers, to ensure that all employees are well engaged and committed towards the accomplishment of common goals of organization. Team nurturing is a complicated as well as comprehensive process, whereby a leader needs to be aware of the extent to which empowerment, coaching, motivation and feedback could aid him/her to effectively develop engaging teams (Gobillot, 2010). Therefore, the first objective has focused on developing the understanding of managers of A & J bank to make use of empowering, coaching, motivation and constructive feedback for developing engaging and committed teams.
In order to lead effectively, managers are required to understand the importance of delegation and to recognize that how much empowerment should be offered to employees. As mentioned by Gobillot (2010) the contemporary organizations are exposed to changing circumstances and continuous advancements in technology, which makes it crucial for employees to continually learn new skills. The empowerment is considered as an important way to help employees in development of new skills and acquisition of new knowledge to cope up with changing external forces. Moreover, it has been noted by Manz & Sims (2001) that empowered employees are able to generate high value for the organization. A & J bank is operating in highly service oriented sector and thus its employees are in direct interaction with customers, which make them key focal point for enhancing satisfaction of customers. Therefore, when employees will be empowered by leader through effective delegation approaches, then satisfaction of customers is likely to enhance through delivery of excellent services. The inclusion of empowerment in leadership training program will substantially enhance the skills of managers to better lead employees for long run competitiveness of A & J bank.
On the other hand, it has been mentioned by Kouzes & Posner (2012) That coaching serves as an important way to collaborate with employees regarding their performance issues, along with assisting them to overcome any performance gaps. In the views of Macy, Towson & Levin (2020) coaching allows to enter into problem solving process with employees, with an aim of encouraging their positive actions. A & J bank can solve the issue of employee engagement by enhancing the coaching skills of its managers and allowing them to be a helping hand for the workers. When managers will become able to offer effective coaching to workers, then any performance issues experienced by employees will be dealt in effective and timely manner, leading to better performance outcomes of individuals and of organization as a whole. Therefore, the objective to develop coaching skills of managers will serve A & J bank in effective manner.
Further, an important key aspect of this objective is to improve skills of managers of A & J bank to positively motivate and inspire employees to work with their full potential and to go beyond their limits for accomplishment of organizational goals. In terms of banking sector, motivation is regarded as one of an important tools for influencing the corporate bottom line and thus when managers will learn to enhance employee motivation, then corporate bottom line will be impacted positively. As noted by Kirkman & Harris (2017) the leadership training program can assist the managers to understand that how empowerment, flexibility, feedback, communication and empathy can serve as the way of motivating employees.
Finally, constructive feedback is important for ensuring that any performance issues are notified to employees in timely manner and actions are encouraged to rectify those issues. It is addressable that skills of managers to effectively carry out employee empowerment, coaching, motivation and constructive feedback are all linked and can serve the development of competent teams in A & J bank. Thus, this objective of leadership training program is well formulated by seeking evidences from literature.
- To sharpen interpersonal and communication skills of leader, such that amicable relationships can be created with team to help accomplish organizational goals.
Effective and open communication is regarded as one of an essential ingredient for growing as effective leader. Convincing and effective communicators are mainly able to encourage and stimulate others for accomplishing any given tasks (Cunningham, Hazel & Hayes, 2020). The open communication allows to clearly and concisely explain the expectations of managers to the workforce. It has been mentioned by Malik (2019) that in spite of possessing all the qualities of effective leader, lack of communication can restrict the leader’s ability to encourage others. The managers of A & J bank are expected to inculcate the strong business values to their employees through effective and open communication. Moreover, as mentioned by Goldsmith et al., (2003) that for each activity of leader ranging from coaching to empowering, motivation and feedback provision, the open communication is needed to ensure that leader’s roles are played in effective manner.
The effective communicators are also able to actively listen to the opinions and concerns of other people. A & J bank makes reliance on teams for accomplishment of its goals and active communication is necessary for ensuring that brainstorming is done in teams. Additionally, when managers listen to the concerns of their subordinates, then quality of service delivery can be improved substantially (Cunningham, Hazel & Hayes, 2020). Being operating in service sector, employees of A & J bank are likely to have more knowledge of customers, as they have direct interaction with customers. If managers will actively listen to the opinions of employees, then they can make arrangements for enhancing the satisfaction level of customers further.
Moreover, when honest communication is maintained with the employees, then any challenging situation can be dealt in effective way. For instance, while operating in fact changing environment, managers of A & J bank are likely to bring change in internal approaches and activities of the bank. However, in order to effectively implement this change, they need to maintain open and honest communication with their employees. Through communication, they can not only address the concerns of their subordinates, but can also encourage them to actively and positively participate in the change implementation process (Malik (2019). This instance clarifies that open and honest communication is important quality of leader to encourage positive outcomes from team.
It has also been highlighted by Gobillot (2010) that greater communicators are better able to establish connection with their followers and instill positivity in their association with employees. The development of strong relationship with individuals and teams is crucial for making the shared attempt to accomplish defined goals of the organization. The focus of leadership training program on development of communication skills of employees will enhance the ability of A & J bank’s managers to actively and openly communicate with their employees and it is likely to help them in establishment of strong and positive relationship with their workforce. Therefore, in the light of these evidences, it can be mentioned that objective of leadership training program to enhance communication abilities of managers, is well backed by literature. Likewise, it can enable the managers of A & J bank to play their role as leaders in effective manner.
- To develop emotional intelligence among managers of A & J bank, such that they regulate their emotions and can make rational decisions to encourage team members.
Emotional intelligence is regarded as one of an important quality for being an effective and compelling leader. High level of emotional intelligence allows leader to under that what emotions they have, what these emotions mean and what is the effect of these emotions on other people as well as on situation faced by them (Lee, 2019). For a leader, emotional intelligence is considered as an important precursor to work effectively. For instance, a leader who shouts on his employees while he is under stress is less likely to motivate employees, as compared to a leader to controls his emotions and calmly handles any stressful situation (Dartey-Baah & Mekpor, 2017). An emotionally intelligent leader is able to empathize with employees and establishes sense of mutual understanding, which further leads to development of better relationship with them.
In banking sector, managers are likely to experience number of stressful situations which have the capacity to affect the way in which managers behave and make decisions. The development of emotional intelligence of managers of A & J bank, will restrict them to make rush and emotional decisions and will encourage them to stick to their values and principles, even when in stressful situation (Seidle, Fernandez & Perry, 2016). Additionally, the emotional intelligence will enable them to develop sense of accountability, whereby managers will not shift the blame of failure to others and they will willingly admit their mistakes. It will also develop resilience among managers and thus they will be willing to bounce back in any complex situation (Maxwell, 2018). Additionally, training for enhancing the level of emotional intelligence of leaders will also make them optimistic and thus they can challenge their selves and their teams to work hard for accomplishing their underlying goals (Martin et al., 2020). Furthermore, it has been mentioned by Allio (2009) that emotionally intelligent leaders have effective level of social skills and they are able to resolve any conflicts at workplace. By maintaining control over their emotions, better communication is enabled through emotional intelligence and thus chances of conflict in workplace are lowered. However while working in team setting, managers are likely to be exposed to the conflicting situations and accurate and timely resolution of those conflicts will ensure success of leaders (Manz & Sims, 2001). Therefore, through development of emotional intelligence, better communication can be fostered and any arising conflict can be resolve to assure effective performance of individuals and teams. These evidences make it clear that leadership training program’s objective to enhance emotional intelligence of leader is well formulated and is likely to enhance effectiveness of managers of A & J bank.
Training Methods
Any well formulated training program is expected to enhance learning of employees only when it is being supported by accurate and effective training methods (Martin et al., 2020). It has been noted by the general 70:20:10 model that 70% of employees learning is supported through practical experiences, which is provided through daily tasks performed by an individual (Lacerenza et al., 2017). Likewise, 20% of employees’ learning comes from interaction with experienced and knowledgeable individuals, which is generally provided through coaching in workplace (Beer, Finnström & Schrader, 2016). Finally, only 10% of employees’ learning is being supported through formalized training courses, which make an effort to instill knowledge about the expected roles of employees.
The same model can be implied to choose the training methods for delivering leadership training to managers of A & J bank. However, it is addressable here that proportion of different training approaches is likely to vary for training the managers. For instance, a professionally arranged leadership training program cannot use on the job training for 70% of manager’s learning and thus it needs to be supplemented by coaching and formalized training program. Therefore, it is expected that proportion of learning is likely to vary across different modes of training in case of leadership training of managers of A & J Bank.
In the light of this model, two main training methods are chosen to deliver leadership training program, whereby skills of managers of A & J bank will be enhanced to make them effective team leaders. For instance, on the job training will be chosen and combined with coaching with an aim of assuring that practical experience of managers to play the leadership role is enhanced through thoughtful guidance of coach. Through this approach, coach will be assigned to managers of A & J Bank, who will be responsible for assuring that on the job learning of managers is guided well to develop their leadership skills and knowledge. Additionally, the reliance will also be maintained on formalized training courses whereby managers of A & J Bank will be provided formal training by the experienced trainer to ensure that the desired skills and knowledge of leadership is instilled among trainees.
On the Job Training
On the job training offers an opportunity to practically extend the level of skills and knowledge of individuals being trained. The key favoring aspect of on the job training lies in the notion that it offers a prospect of learning the skills and competencies in environment, whereby those skills are to be exercised latter. It is mentioned by Atwood, Mora & Kaplan (2010) that in order to groom leaders in real, it is important to expose them with challenging situations within organizational setting. He further mentioned that much of learning happens in real time, so when managers are exposed to situational problems, then they are most likely challenge their limits to show effectiveness as a leader.
In case of manager’s training of A & J bank to lead the employees, on the job training will be carried out by assigning an experienced coach to a manager. Although it is unsual to offer coaching to a manager, but it has been stated by Bligh & Meindl (2004) that when a manager learns any knowledge and skills by being a coachee, then they will be in better position to develop understanding about needs and concerns of their subordinates. During coaching of managers, the managers are likely to be exposed to practical circumstances, where they need to exercise their leadership skills and knowledge to inspire others. A manager cannot learn leadership skills and qualities merely by reading books or listening to inspirational stories of successful and inspirational leaders (Fisher, Fisher & Fisher, 2000). Thus, the coaching in real business setting is likely to support the managers to witness the impact of their actions. For instance, if a manager will react harshly in any given situation, then on the job training will enable him to witness the impact of that behavior on morale of subordinate. The role of coach here will be to guide the manager about the most appropriate behaviors and actions. The managers will also improve their communication skills during on the job training.
It has been noted by Fairholm (1991) that during on the job training, managers are likely to interact with diverse individuals, whereby each individual has diverse set of personal and professional values. The task here for manager is to bring everyone on same page. Leading the diverse individuals is the most complicated work to do and on the job training of managers is an appropriate way to offer them opportunity to deal with diverse people (Messick & Kramer, 2004).
During on the job training, managers will be actually leading a team of individuals. With guidance from the coach, managers learn to delegate and empower their employees for performing the jobs in the manner which can enhance satisfaction of A & J bank. Additionally, while receiving coaching, they will learn to coach their subordinates. They will be exposed to situations, whereby they have to choose ways for enhancement of employee motivation. Likewise, they will be needed to offer feedback to their employees while leading a team. All of these activities will be carried out in presence of a coach. Thus, while working along with a coach, managers will be encouraged to practice, reflect, learn and repeat (Kouzes & Posner, 2012). On the job training will offer the managers freedom and discretion to practice their skills. They get a chance to reflect on their actions along with enhancing their learning. The reflection will also be supported by feedback of manager’s coach, who is likely to offer constructive and real feedback about the actions of managers. By combining their reflection with feedback provided to them, managers are likely to plan their next level learning (Bligh & Meindl, 2004). Therefore, on the job training is likely to serve appropriately to managers for enhancement of leadership skills.
Classroom Training
The most formal method which will be used for offering leadership training to managers of A & J bank is classroom based training. The class room based training is mainly offered by subject matter experts who have substantial knowledge as well as experience of training the individuals in specific skills and knowledge area. The suitability of class room based training for leadership training lies in the notion that it exposes managers of different styles available to leader and also extends knowledge about the most effective style of leadership. For instance, managers of A & J bank are aimed to engage in team nurturing, want to develop communication and interpersonal skills and are focused on improvement of their emotional intelligence. They can be informed about different styles through which they can exercise these roles to help accomplish their leadership goals. For instance, participatory leadership and transformational leadership are considered as most effective style of leading in fast changing industry conditions. Managers can then decide about their preferable style by contrasting their personality with leader’s role in different styles of leading. Another reasons for making reliance on this method lies in the notion that managers can be exposed to different scenario based exercises, case studies, role playing activities and behavioral modeling techniques, such that they can exercise skills and knowledge of leadership in realistic situations. The simulated learning will enable the managers to understand practical nature of their actions and thus they can improve their leadership qualities and skills in effective manner.
In order to deliver classroom training, firstly, the reliance will be maintained on formal lectures about the needed qualities and skills for being an effective leader. The content will be used from recognized and published research, whereby skills of leader are discussed with reference to practice instances of successful leaders (Yukl & Lepsinger, 2004). The lectures will also be supplemented by discussions, such that interactive learning opportunity can be offered to managers of A & J bank. The discussions will be carried out by considering the practical examples of both successful as well as ineffective leaders. The lectures and discussions sessions will be designed by keenly considering the three objectives of leadership training program of A & J bank.
On the other hand, the reliance will be maintained on experiential techniques of classroom training method. While implementing this technique, managers will be given case studies, detailing the real world situations and dilemmas being faced by leaders. While reading the given case, managers will be asked to use the knowledge learnt through lecture, for explaining that what they would do in the same situation (Mendenhall et al., 2017). The case studies will encompass scenarios, where managers will be challenged; to make decisions, to choose the communication strategy, to make decision of delegation, to choose method of motivating employees and to exercise their emotional intelligence skills to interpret emotions of employees (Mole, 2004). Additionally, business games and role playing activities will also be used, whereby teams will be made and each team will be assigned with one leader. Different scenarios will be presented to the managers and they will be required to exercise their leadership skills. The use of this technique will mimic the real world situation and while providing feedback to managers, it will be ensured that they clearly understand the requirements of their role as a leader.
Classroom based training will serve the purpose of attaining all the three objectives of leadership training program. For instance, scenario based experiential learning exercises will allow managers to develop their team nurturing skills, whereby they will be exposed to the situational contexts where they will be exercising practices of employee empowerment, coaching, motivation as well as feedback provision. Similarly, lectures and discussions will also enhance knowledge of managers on different ways through which team nurturing can be supported by performing stated roles of leader (for example, employee empowerment, coaching, motivation and feedback provision). On the other hand, communication with teams during role playing activities will help accomplish the second objective of leadership training program. Finally, during discussions and role playing activities, managers will be exposed to situations, which might charge them emotionally. The ability of managers to control their emotions will be challenged and thus third objective related to emotional intelligence will also be addressed.
A Tentative Lesson Plan
The underlying tentative lesson plan has been developed to deliver one module of training, which is aimed to enhance team nurturing skills of managers of A & J bank. It is aligned with the first objective of the leadership training program, whereby the aim is to support team nurturing abilities of managers by enhancing their learning about employee empowerment, coaching, employee motivation and constructive feedback provision. However, the given tentative lesson plan will not address learning on all skills needed to nurture team. Therefore, only one aspect is chosen that is motivation of employees to take part in team based activities and to work collaboratively for accomplishment of organizational goals. The selection of this one aspect is based on the notion that one day training session cannot practically address all of the skills needed for team nurturing and thus only one aspect is chosen to develop tentative lesson plan. Therefore, for the whole leadership training program, multiple training sessions and segments will be arranged.
Title of training segment: Team nurturing and management through employee motivation
Date: 29th July, 2020
Time: 10 am to 05 pm
Objectives: The managers of A & J Bank will be able to accomplish the following key objectives from the lesson about team nurturing and management through employee motivation;
- To recognize that which are the most effective ways to motivate employees
- To learn how motivational strategies can be used for inspiring employees to work in team based settings
- To understand the motivational needs of contemporary highly aspiring individuals
Ways to assess whether objectives were accomplished:
In order to assess the accomplishment of objective related to ability of managers to motivate employees for working in team based setting, the reliance will be maintained on measuring the both reaction as well as learning of managers. For instance, reaction will be measured by using short survey, whereby managers will be asked about their satisfaction with the training methods, training environment, learning material and content as well as learning strategies. The survey will include both open and closed ended questions to elicit most truthful response from trainees. On the other hand, learning will be assessed by including a reflection session where trainees will be reflecting on their learning experiences to mention that how their practices as a leader of team will be changes as result of this training. The reflection will serve as the way to assess that whether stated objectives of training are accomplished.
Materials:
In order extend learning of trainees, combination of different materials will be used. For instance, books and handouts will be used as static material, while presentation slides accompanied by images and videos will make up core of dynamic materials. The case studies will also be used as experiential learning material and will be combined with role playing.
Procedures/ Instructional Techniques:
The combination of both instructor led technique, two way discussion and experiential learning will be used for implementing the underlying training segment. The case studies and role playing activities along with group discussion will be implied for ensuring that diverse techniques are used for allowing greater learning of trainees. It will be assured that personal reflection of trainees is also used as supplementing technique to enhance the learning experience of trainees.
| Estimated Time | Content/ Key points | Instructional Techniques |
| 10:00 am to 11:00 am |
|
Instructor-led lecture with use of static media (books and handouts) and dynamic media (presentation slides, accompanied by videos)
Short activities |
| 11:00 am to 11:30 am | Reflecting discussion |
|
| 11:30 to 12:00 | Break for refreshing the trainees | |
| 12:00 to 01:00 |
|
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| 1:00 to 2:30 | Managers will be asked to play the role of a leader, whereby they will be arranged in groups of 5 and one manager will be assigned as group leader. The leader will be responsible for developing a motivational plan for all of the 4 subordinates, by making use of effective motivational strategies from the earlier lecture session. |
|
| 02:30 pm to 03:00 pm | Break for refreshing the trainees | |
| 03:00 pm to 04:30 pm |
|
|
| 04:30 pm to 05:00 pm |
|
|
Brief description of training materials
The training material has been chosen from multiple sources which are both valid as well as reliable to help accomplish the underlying training goals. The key books which are consulted for obtaining content for the leadership training program are; “The new super leadership: leading others to lead themselves” by Atwood, Manz & Sims (2001), “Developing the leader within you 2.0” by Maxwell (2018) and “Values leadership: towards a new philosophy of leadership” by Fairholm (1991). Additionally, a number of recent research publications are also used for designing training material (Atwood, Mora & Kaplan, 2010; Gobillot, 2010). The learning material description has been provided in accordance with the key points of different activities taking place throughout the training session.
What motivates an individual?
It will be a short activity, whereby each manager will be encouraged to list at least five factors (there will be no maximum limit for enlisting the motivational factors) that are considered appropriate for enhancing the motivation of an individual in general.
Manager’s perceptions of what motivates employees?
The instructor will discuss the factors which are generally perceived by managers to enhance the motivation of employees. The insight of these factors will be provided by seeking evidence from the literature as well as books. The instances of some of these factors are; good salary, high security of a job, social support, bonuses, and rewards, etc.
What actually motivates employees?
Again, the instructor will use books and research articles to provide detail of factors which are actually perceived motivational by employees. For instance, recognition, praise, interesting work, being valued in the organization, personal and professional development, and work conditions. Visuals will also be used to supplement the text. One example is given below.
Motivational theories and strategies
The motivational theories will firstly be explained to the trainees, including;
- Maslow’s hierarchy of need theory
- Hertzberg’s two factor theory of motivation
- Vroom’s theory of expectancy
It will be followed by the discussion of most effective motivational strategies. For instance;
- Intrinsic motivation
- Psychological motivation
- Competence and learning motivation and
- Achievement oriented motivation
Motivating highly aspired employees of contemporary workplaces
In the light of the lecture session on theories and strategies of motivation, managers will be encouraged to discuss that which are the most effective ways to motivate highly aspired workers of contemporary organizations.
Role Playing Activity in group
The key material for this exercise will be comprised of a detailed scenario, whereby all the trainees will be informed about the situational context. The scenario will be developed for the purpose of training, where a complex business situation will be highlighted. The situation will encompass the need to bring change within organization and role of group leader will be to motivate employees for working in teams to help implement the change. By looking at the scenario, the group leaders will be required to develop the plan for motivating employees.
Learning to encourage employees to work in teams
In this exercise, firstly a case study will be given to trainees. The case will mention a situation where bank launches a new project that calls for team efforts of employees, however, not all of the employees will be willing to participate in team work. Some of the employees will be keen to work individually. Followed by reading the case, trainees will be given with some questions, which could be answered by using the knowledge extended through earlier session about employee motivation and team nurturing.
Finally, followed by case study, trainees will be engaged in a team game activity. The game activity will give them a list of puzzles, which they will be required to solve individually. The trainees will be given 10 minutes to solve those puzzles. After 10 minutes, trainees will then be asked to solve the same puzzle in group of 5 individuals and they will be given 10 minutes again to complete the activity. After that, list of answers will be provided to trainees (both the puzzle questions and answers are shown in figure 1) and they will be asked to compare their experience of solving the puzzle at their own with the experience of solving the puzzle in group. Finally, the trainees will be asked to apply the same exercise at their workplace, while motivating employees to work in team, with the expectation that it will serve well in eliciting the positive response of employees to work in teams.
Figure 1. Puzzles to engage trainees in team game exercise
Program Evaluation Plan
The evaluation of leadership training program is important for recognizing that whether training has achieved its stated objectives. It is mentioned by Fisher, Fisher & Fisher (2000) that training might not always be effective and evaluation of training cannot only aid in recognition of issues in existing training program but it can also offer input to bring improvement in future training programs. The evaluation of underlying leadership training program will help to evaluate manager’s reaction and learning from the leadership training program, by seeking guidance from Kirkpatrick training framework (Kirkpatrick & Kirkpatrick, 2016). These two aspects can be measured in short run, therefore they are considered as most usable for evaluating the training program.
Implementation of Kirkpatrick Training Program
Reaction: In order to assess reaction of managers towards leadership training program, the reliance will be made on seeking response of trainees through interview, whereby they will be asked questions about their response towards the effectiveness of training program (Mujtaba, 2013). The reaction evaluation will done immediately followed by completion of training and individuals will be asked about their satisfaction with the training program (Moreau, 2017). The questions of interview will further focus on satisfaction of managers with training method, trainer, training material and learning environment. The inclusion of open ended questions in interview will help to elicit truthful feedback of managers about the training and thus their reaction can be evaluated effectively through interviews.
Learning: The evaluation at this level is mainly aimed to assess the participant’s level of skills, qualities and knowledge as result of the training program (Western, 2019). The data collection for evaluation of learning from leadership training program will be carried out through two different methods. Firstly, the direct observation method will be used in the light of stated objectives of leadership training program to assess the extent to which improvement is witnessed in behavior of managers (Northouse, 2014). For instance, behavior of managers in complex situations will be observe to understand that whether they are able to keep calm while controlling their stress. According to Kirkpatrick & Kirkpatrick (2016) learning assessment through observation is difficult without having any reference for comparison and thus objectives of program will serve that reference.
Secondly, the learning of trainees will be assessed by using questionnaire, whereby managers will be asked questions on Likert type scale to show that whether they have felt any improvement in their leadership skills, followed by training. The items of questionnaire will be aligned with three objectives of training program. For instance, the one sample item includes; “I have become comfortable while communicating with employees about any complex situation being faced by us”. The data obtained through questionnaire will be assessed through statistical methods for measuring learning of trainees.
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